New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-22

New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-1 Chapter 3

Computer Software

At a Glance

Instructor’s Notes . Chapter Approach . Chapter Notes Software Basics Quick Quiz Classroom Activity Popular Applications Quick Quiz Classroom Activity Buying Software Quick Quiz Classroom Activity Installing Software and Upgrades Quick Quiz Classroom Activity Security Software Quick Quiz Classroom Activity Issue: How Serious is Software Piracy ? Computers in Context: Journalism . Chapter Discussion Questions . Chapter Key Terms New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-2

Instructor’s Notes

CHAPTER APPROACH Chapter 3 examines the role software plays on a computer and explores how software works, what it can do, and how you add it to your computer.  Section A introduces the components of a typical software package and explains how these components work together. It also defines what computer programmers do, and divides software into two categories: application and system software.  Section B provides an overview of popular application applications, such as document production software, spreadsheet software, accounting software, data management software, and graphics software.  Section C discusses buying software and explains the purpose of software copyrights and licenses.  Section D shows how to install and uninstall software, whether it is supplied on CDs or as a Web download, and how to upgrade software. Students will also learn how to differentiate between local, portable, and Web applications.  Section E introduces the various types of malware, and explains how security suites and antivirus software work.  The Issue section of the chapter explores the problem of software piracy.  The Computers in Context section discusses computers and journalism.  The Lab for this chapter gives students practice in installing and uninstalling software.

COURSECASTS Introduce your students to the latest in technology news and updates by utilizing our latest online feature, CourseCasts. This online resource is meant to keep your students informed and interested in the latest in technology news through podcasts. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mp3 player. CourseCasts are authored by Ken Baldauf, a faculty member of the Florida State University Computer Science Department, who teaches technology classes to thousands of FSU students each year. CourseCasts offer a great opportunity to open or close your lecture with a discussion based on the latest in technology news.

CHAPTER NOTES It’s important in this chapter to have a computer with a projection system set up in the classroom so that you can demonstrate computer software concepts covered in this chapter.

SECTION A: SOFTWARE BASICS Software Categories This section defines the term software (originally defined in Chapter 1), and introduces software categories. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-3

Discussion topics include:  A software package is a collection of files with different purposes. You can show a file listing for a typical program, as Figure 3-2 does, and point out the support modules (DLL files), program files (EXE files), and data modules (DAT, HLP, and TXT files).

Application Software This section introduces application software. Key terms include productivity software, groupware, and related terms. Discussion topics include:  What is application software? You can show common applications, such as a word- processing program, accounting programs, media player, and address book, and discuss the types of tasks you can perform with them. Ask students to identify other categories of application software, and name particular packages in each category. You can also discuss where a student or consumer can find or purchase software packages, and what they might expect to pay for certain packages.  Discuss how a computer language helps a programmer build an application. Demonstrate what a software development environment looks like by showing a simple program in Visual Basic or another development environment. Students will learn more about computer programming later in the text.  The days of the in-house custom programmer are numbered. Most companies buy their software off the shelf. Most people do not write programs for their own computers. You can buy or download almost any kind of software you can think of.  Programming languages. Mention which programming languages a student might study in additional courses at your school. You may also wish to discuss with students the change from COBOL to C++ as the most popular language for beginning programmers. COBOL (a high-level language) includes many powerful features for business applications; C++ (a high-level language) contains the same features, plus others, and can also be used to write extremely efficient code for operating systems. Inform the students that Visual Basic programs can be used as the front end of software (the user interface) and that C++ might be used to perform the functions (actions of the program). Mention other languages such as Java. Have students heard of these?  Groupware example. Some universities provide Web-based calendars that allow students, faculty, and staff to maintain their own calendars, and access the calendars of others in order to schedule group meetings. This is an example of groupware.

Utility Software This section discusses utility software, a type of system software designed to help you monitor and configure settings for your computer system equipment. Key terms include desktop widget, and related terms. Discussion topics include:  The most popular utilities. How many of the utilities listed on pages 122 and 123 are students familiar with? Can they name others?  Desktop widgets. Show students widgets like those in Figure 3-5. If possible, show Web sites like the Google Desktop Gadgets page at desktop.google.com/plugins/ for more examples. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-4

Device Drivers This section revisits device drivers, the software that helps a peripheral device establish communication with a computer. Discussion topics include:  The role of the device driver. A brief discussion of device drivers reinforces the concept presented in Chapter 2 that when you install a peripheral device you must often also install software to make it work. If you want to give your students a concrete example use the following: Suppose your computer uses an ink jet printer, but you decide to purchase a new laser printer and use it instead. After you connect the printer, you need to make sure the computer sends the appropriate electronic signals, so you must install software to do this. This software—called a printer driver—is usually supplied with the printer. Some operating systems, such as Windows, contain pre-installed drivers for many popular printers. If the operating system contains the driver for your printer, you just need to select the appropriate printer.

Quick Quiz 1. ______is design to help several people collaborate on a single project using local networks or Internet connections. 2. True/False: The two main categories of software are system software and utility software. 3. All of the following are terms for a specialized utility program that appears on a computer’s screen-based desktop EXCEPT ______. a. desktop widget b. dashboard widget c. mechanisms d. control Quick Quiz Answers 1: Groupware 2: False 3: c

Classroom Activity Browse and search the Internet for application software. View the system requirements and relate their needs to your existing PC system. Will the software run on your system?

SECTION B: POPULAR APPLICATIONS Document Production Software This section introduces document production software, often known as word processing software. Key terms include word processing software, desktop publishing software Web authoring software, spelling checker, spelling dictionary, thesaurus, grammar checker, readability formula, Search and Replace, format, font, point size, paragraph style, paragraph alignment, fully justified, line spacing, leading, style, page layout, header, footer, clip art, table, frames, mail merge, and related terms. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-5

Discussion topics include:  What kinds of programs are available? Document production software includes a wide variety of packages, from simple word-processing software to more complicated packages that enable creation of desktop published newsletters as well as home pages for Web sites. Ask students to identify the kind of document production software they’ve used, if any. You can also discuss where a student or consumer may obtain or purchase software packages, and what they might expect to pay for document production software packages.  Compare the features of each kind of program. On the demonstration computer, show examples of word processing, desktop publishing, and Web authoring software for a variety of operating systems, if possible. Point out how the features of application software can integrate with operating system software. It is important for students to understand compatibility issues with different documenting software. If more than one word processing software program is available, have the student type a paragraph, save it, and see if they can open the document in both. Have students take notice of the extensions of the document files.  Practice using a simple word processor. If all students can access document production software, such as WordPad, in class, have them write 1-2 paragraphs describing the features of WordPad or other document production software using 3-4 of the common features described in the chapter.  Fonts and other formatting options. Remind your students to use fonts sparingly, remembering the variations available within each font (boldface, italic underscore, caps, lower case, small caps) as well as left, center, and right justification. They should also make sure line length is appropriate for the type point size used. Use a magazine page to reflect suggested formatting features for a document.  Checking spelling and grammar. Point out that while the grammar check feature included in many word processing software packages is helpful, students should learn to use it properly. It will be tempting for some students to automatically accept the suggestions given by the grammar checker. Students should take grammar check suggestions into consideration, but should not always change their work. If you have projection equipment available, considering typing a short paragraph in which some suggested grammar changes are appropriate, while others are not. Let students see you revise the paragraph, making changes only where necessary.  The value of proofreading. You may want to suggest to your students that they walk away from their work before a final proofreading, or ask someone else to proofread their documents. Oftentimes the writer is so involved that even the most obvious mistakes are missed.  Web authoring tools. Many students will be curious about how to transform their word processing documents or worksheets into Web pages. Consider showing students an example of a document saved as a Web page. Let students view the page normally, as they would if they were accessing the document on the Web, and in HTML. Remind students that most programs today do not require them to know HTML in order to save their documents in Web-accessible formats. Student Edition Lab: Refer students to the New Perspectives Web site for a Student Edition Lab called “Word Processing.” New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-6

Spreadsheet Software This chapter introduces spreadsheet software. Key terms include spreadsheet, what-if analysis, worksheet, cell, value, label, formula, cell references, mathematical operators, function, automatic recalculation, relative reference, and absolute reference. Discussion topics include:  Features of a spreadsheet. The best way for students to understand the purpose and features of spreadsheet software is to let them work directly with popular spreadsheet applications such as Microsoft Excel. If it is not possible for students to work with spreadsheet software in class, use the figures in this section to explain how spreadsheet software works.  Create a sample spreadsheet on the demonstration computer. Create a spreadsheet in class using several formulas (monthly budget, classroom budget, personal student budget per semester, etc.). Explain that the cells contain the results of these formulas. In Excel, click Tools on the menu bar, click Options, and then change the view to formulas. Your students can then see the formulas underlying the values that appear in the spreadsheet. You could also use this demonstration to illustrate functions. Create a spreadsheet containing a function, such as the PMT function for a car loan or a home mortgage, and switch views between formula and values so that students can get a real picture of how formulas work behind the scenes.  Worksheets should be accessible to users. Emphasize to your student that a well- organized worksheet should be easily understood by anyone using it. Have your students use discrete categories that are clearly labeled when creating a worksheet. Explain that this is important if they will be sorting or exporting the worksheet to a database.  Formatting challenges. Formatting spreadsheets (or any other document for that matter) for projection can be tricky; 14-point boldfaced type (upper and lower case preferred) is generally acceptable. Use different borders, shadings, and patterns instead of color for emphasis. Remind your students to keep it simple. For emphasis, as an in-class demonstration, you can create two versions of the same spreadsheet—one that was intended for reading on screen or in printed form; another larger, more simplified version for projection. Ask the students in the back of the room which one they would rather have projected in class.  Relative vs. absolute cell references. One to the most confusing aspects of spreadsheet operations is the use of relative and absolute cell references. Explain that relative cell references refer to the relative positions of other cells. For example if a relative reference in cell C3 refers to the contents in cell D2, the spreadsheet understands that the reference cell is located one column to the right and one row up:

A B C D 1 2 500 3 =D2 4

If cell C3 is copied to cell C4 the copied formula will be revised so that it still references a cell one row up and one column to the right: New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-7

A B C D 1 2 500 3 =D2 4 =D3

An absolute cell reference is used when you do not want formulas automatically adjusted when a cell is copied to a new location. Using appropriate coordinates within the cell address will determine whether it is a relative or absolute cell reference. Consider giving students a demonstration of a time when relative cell referencing does not yield expected results. Then, have the students use absolute cell referencing to achieve the desired results. Student Edition Lab: Refer students to the New Perspectives Web site for the Student Edition Labs called “Spreadsheets” and “Advanced Spreadsheets.”

“Number Crunching” Software This section introduces sophisticated mathematical analysis software. Key terms include statistical software, mathematical modeling software, money management software, personal finance software, and tax preparation software. Discussion topics include:  Contrast spreadsheet software with number crunching software. While spreadsheets allow you to create your own formulas and scenarios, number crunching software can provide the formulas and opportunities for you. Give examples of tasks that you can perform with number crunching software, such as statistical analysis and mathematical modeling.  Using software to manage your money. Accounting and finance software, personal finance software, online banking, and small business accounting software all help users manage their money, from tracking expenses and income, to making investments, to paying bills. Discuss the difference between this type of numeric software and spreadsheets. Some accounting or personal finance software, such as Quicken, uses a spreadsheet interface. On the demonstration computer, show sample files in a personal finance package and in a spreadsheet package.  What packages does a business need? You could ask students to work in small groups to play the roles of entrepreneurs. To each group, assign a different type of business, such as ad agency, biotechnology lab, real estate agency, or a business of their choice. Ask each group to list the type of software they would purchase and what tasks they would perform with it.

Data Management Software This chapter introduces the terms database and database software. Key terms include record, field, query language, natural language query, and query by example. Discussion topics include:  The file cabinet analogy. Students should think of databases as electronic filing systems that provide efficient storage, management, and retrieval of information. Information in a New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-8

database is organized much like files in a file cabinet; information is grouped with other, similar information, everything is labeled, there is a sorting order (alphabetic, numeric, etc.).  What are the parts of a database? Databases are comprised of records, which are compilations of information used to describe each object in a database. Records are comprised of fields, which are groups of cells that contain the same type of information, referenced by the same name. Refer back to the task of creating spreadsheets with discrete categories—spreadsheet information is often exported to databases. Both spreadsheets and databases should be organized carefully with limited or discrete information within each column, row, or field, so that operations such as sorting and querying can be performed easily. Discuss the reasons for using a database program instead of a spreadsheet program. Displaying formatted reports is a major reason.  How do you find information in a database? Queries allow users to ask questions about the information in the database. Queries can be simple or complex; in either case you must know the language of your query interface before using. Use the software manual and online help to formulate queries.  What is natural language? Natural language queries allow the user to enter questions. You can use online help features in software programs, such as the Office Assistant in Microsoft Office 2003 or XP programs, to demonstrate the ease of use of natural language querying. Student Edition Lab: Refer students to the New Perspectives Web site for a Student Edition Lab called “Databases.”

Graphics Software This section introduces graphics and graphics software. Key terms include paint software, photo editing software, drawing software, 3-D graphics software, CAD software, and presentation software. Discussion topics include:  Distinguish among the different types of graphics software. These are paint, photo- editing, drawing, 3-D graphics, and presentation. Show examples of each, if possible. Emphasize that students should determine the graphics format of a file by checking its extension, such as BMP, GIF, JPEG, or WMF.  Careers in graphics software. Graphics-related jobs are some of the fastest growing in the computer industry. If your students are interested in pursuing computer-related careers, discuss the kinds of jobs that involve computer graphics. You could have your students search the Web for more information on jobs that involve graphics software. Student Edition Lab: Refer students to the New Perspectives Web site for a Student Edition Lab called “Presentation Software.”

Music Software This section discusses music software. Key terms include audio editing software, CD ripper software, audio encoding software, ear training software, notation software, computer- aided music software, MIDI sequencing software and related terms. Discussion topics include: New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-9

 Most operating systems come with music software. Newer computers and the most recent versions of operating systems such as Windows XP and Mac OS X provide music software for recording, playing, and organizing music and other audio files. If you are working with a Windows 2000 or Windows XP demonstration computer, open the Start menu and show the music-related tools available on the Entertainment and Communications submenus of the Accessories menu.  Specialized music software. Have any students used MIDI sequencing software? It’s possible to make very sophisticated music on a computer. Have any students sung or played an instrument in a recording studio? What kind of software was in use?

Video Editing and DVD Authoring Software This section discusses video editing software and DVD authoring software. Discussion topics include:  Video editing software for nonprofessionals is increasing in popularity. Both Windows (2000 and XP) and Mac include accessories that allow users to transfer video footage from a camcorder to a computer and then edit the video. More sophisticated packages such as Adobe Premiere let you add special visual effects and a sound track. Refer to Figure 3-25 to illustrate how video editing software works.  Transferring video to DVD. Sophisticated packages allow students to become independent filmmakers, and distribute their video via DVD. Have any student seen a video that was produced and distributed this way?

Educational and Reference Software This section discusses educational software and reference software packages. Discussion topics include:  Demonstrate a few examples of educational software. Products are available that help you learn a language, work with software, or prepare for a standardized test. Debate the merits of educational software—is it better than traditional instruction? When is it appropriate? When is it not appropriate?  Demonstrate reference software. Show an online encyclopedia, dictionary, or atlas. What advantages do they offer? What might a user miss if he or she relies on reference software instead of printed reference works?

Entertainment Software This section discusses entertainment software. Discussion topics include:  Entertainment software is innovative. Some of the most striking breakthroughs in software development have come from entertainment software—you might ask your students to identify which techniques software in other categories have borrowed from entertainment software.  Computer game categories. Use the chart in Figure 3-26 to discuss the various kinds of games.  Massive multiplayer games. Have any students played games like EverQuest? Ask them to describe their experience. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-10

Business Software This section introduces business software. Key terms include vertical market software, horizontal market software, payroll software, accounting software, and project management software. Discussion topics include:  Vertical market software. This is specialized software for certain types of businesses, such as scheduling and billing software for medical offices, sales and inventory tracking software for retail stores, and student record management software for schools.  Horizontal market software. This is software designed for any type of business, and includes payroll, accounting, and project management software.

Quick Quiz 1. Software that allow you to combine text, photos, clip art, graphs, animations, and sound into a series of electronic slides is known as ______software. 2. True/False: A formula works behind the scenes to tell the computer how to use the contents of cells in calculations. 3. A(n) ______never changes when you insert rows or copy or move formulas. a. SQL query b. absolute reference c. query by example d. search engine query

Quick Quiz Answers 1: presentation 2: True 3: b

Classroom Activity Form groups and have each group work with a type of application software to create documents on the same topic, such as bicycles, for example. Have one group type a paragraph in Word with specific formatting features, another create a spreadsheet, and another create a picture in a graphics program. Display the results to the class using the LCD. Then, if possible, try to combine the results in a presentation software package such as PowerPoint.

Online Activity Require the students to produce a file in Word, Excel, and PowerPoint. Have them send the files to you as an attachment. This activity demonstrates their ability to use the software products. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-11

SECTION C: BUYING SOFTWARE Buying Software This section briefly discusses the places where software is sold. Key terms include software suite, system requirements, distribution media, and related terms. Discussion topics include:  How to interpret the system requirements. Show students the system requirements printed on a software package or on a Web site, or refer them to Figure 3-29. Explain how to determine whether you can successfully install the software on your computer. This is a good time to relate the system requirements to the hardware discussed in Chapter 2. Remind students that software selection should be major criteria when designing the computer system. Why? If there is not enough RAM what will happen? If the disk space is not available, what will happen?  New computers usually come equipped with software suites. Use computer ads to compare the prices of software suites with the prices of the different components purchased individually. You can usually save money by purchasing software suites.

Software Copyrights and Licenses This section introduces the concept of copyright and the software license. Key terms include copyright notice, single-user license, site license, multiple-user license, concurrent-use license, shrink-wrap license, EULA, public domain software, proprietary software, commercial software, demoware, shareware, freeware, open source software, BSD license, and GPL. Discussion topics include:  What is your school’s policy? If your school has a software use policy, you might want to provide your students with a copy in conjunction with this section.  What does a copyright mean? Make sure your students understand what it means for software to be copyrighted. Under U.S. copyright law, rights granted to the copyright holder include the right to copy, distribute, or sell the software, and to modify the software. Rights granted to the user of copyrighted materials include use of the software on the user’s computer (including installing the software on the hard drive and making a back-up copy), to copy entered data without restriction, and to copy or modify the software under certain circumstances.  Terminology confusion. Students have difficulty distinguishing among software copyright, copy protection, and write protection. To check your students' understanding, you might hold up a disk and ask "Is this disk copyrighted, copy protected, or write protected?" The software on the disk is probably copyrighted, but the disk itself is not. It is unlikely that the disk is copy protected—this form of protection has fallen out of favor with software publishers. Show your students how you can move the write protect tab to protect a disk from accidental erasure, but explain that it has nothing to do with copyright or preventing people from pirating software.  Shrink-wrap licenses and installation agreements. What are buyers agreeing to? Take the text in Figure 3-32 to gauge your understanding. Review the license on page 148 to see if students understand the legalese.  Public domain and shareware software. Some excellent sources are CD-ROMs published by PC-SIG, NightOwl, and Monster Media. For less than $30, you can buy a CD-ROM New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-12

with over 3000 shareware and/or public domain titles. The Internet is another source for copyright-free software.

Quick Quiz 1. A(n) ______is a form of legal protection that grants the author of an original work an exclusive right to copy, distribute (sell), and modify that work, except under special circumstances described by the laws. 2. True/False: In addition to an operating system, your computer should have browser software, an e-mail client, word processing software, a security suite, graphics viewer, and software that lets you burn files onto CDs and DVDs. 3. Copyrighted software which is marketed under a “try before you buy” policy is known as a. Freeware b. Shareware c. Open source d. Public Domain

Quick Quiz Answers 1: copyright 2: True 3: b

Classroom Activity Give students a series of other sets of system requirements similar to the one in Figure 3-29 and ask them to parse the components. Alternately, give them a series of fictional computer system specifications and ask them which software applications could run on which computer systems.

Online Activity Browse and search the Internet for public domain software. View the system requirements and relate their needs to your existing PC system. Will the software run on your system?

SECTION D: INSTALLING SOFTWARE AND UPGRADES Installation Basics This section discusses very basic information about installing software on a computer. Key terms include executable program, software installation, and related terms. Discussion topics include:  Why is it necessary to install most software? What activities are usually performed by the computer during installation? How does the software determine where to store files? What is the relationship between the main executable file and the support programs and data files associated with that program. Refer to Figure 3-35. Student Edition Lab: Refer students to the New Perspectives Web site for a Student Edition Lab called “Installing and Uninstalling Software.” New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-13

Installing Local Applications This section consists mostly of Figures 3-37 and 3-38, which detail how to install a software from distribution media and how to install downloaded software. Key terms include local application, setup program, zipped, unzipped, self-installing executable file, self-executing zip file, non- executing zip file, product activation, hash value, and related terms. Discussion topics include:  Demonstrate an installation from distribution media. Perform an installation similar to the one illustrated in Figure 3-37. Consider demonstrating a standard and a customized installation. Be sure to explain to students how to change customized options, and how to add or remove program features at a later date.  The Windows Registry. The Registry plays an important role in the boot process, providing technical information about the configuration of your computer. It contains a myriad of information about your computer and your software. Explain to students that when they change configuration information using the Control Panel or various settings dialog boxes in applications programs, that they are making changes to the Windows Registry.  Demonstrate an installation from the Web. Caution students that viruses are often disguised as self-installing files, so they should download and install software only from reliable sources. Demonstrate how to work with zip files and to run a setup program to complete the installation. A perfect demonstration would be the installation of an update to virus software. Have students go to the Web site and walk them through the file selection to download.

Installing Portable Software and Web Apps This section discusses installing portable software and Web applications (Web apps). Discussion topics include:  The advantages of Web apps. What are the advantages of using Web apps over using software that is installed locally? Under what circumstances would the use of Web apps be problematic or unadvisable?

Software Updates This section discusses how and when to update software. Key terms include software patch, and service pack. Discussion topics include:  Why should you update your software? Upgrade the Windows operating system by downloading a service pack from Microsoft’s Web site. Discuss the difference between a software patch and a service pack.

Uninstalling Software This section discusses how to uninstall software, including using an uninstall routine. Discussion topics include:  Uninstall routines. In Windows and Mac OS, you generally cannot remove a software application by simply deleting its files. Instead, you must run an uninstall routine to remove the software. The uninstall routine finds and removes the files the setup program New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-14

copied to various folders and then restores any settings the setup program changed in the Windows Registry.  Demonstrate how to uninstall. Uninstall one of the applications you installed earlier using an uninstall tool provided by the application. Then demonstrate how to uninstall another application you installed earlier using the Add/Remove Programs option on the Windows Control Panel. Course Lab: The New Perspectives Lab “Installing and Uninstalling Software” deals with issues that relate to this section of the textbook. You might want to go through the lab during class time if you have a computer with a projection device. Or, assign this lab for students to do on their own.

Quick Quiz 1. Windows software typically contains a/an ______program that guides you through the installation process. 2. True/False: Downloaded files with .zip extensions automatically run the setup program to install the software. 3. A(n) ______value is a unique number derived from encoding one or more data sets, such as names, serial numbers, and validation codes. a. zip b. hash c. source d. executable Quick Quiz Answers 1: setup 2: False 3: b

Classroom Activity Have students list the types of software they have installed on their systems. Did they have problems installing any of it, and if so, how did they find the solution?

SECTION E: SECURITY SOFTWARE Security Software Basics This section discusses various forms of malicious software and malware. Other key terms include security software, blended threat, computer virus, computer work, mass-mailing worm, Trojan horse, keylogger, Remote Access Trojan, bot, zombie, botnet, spyware, rootkit, and virus hoax. Discussion topics include:  Using terminology correctly. The language that pertains to computer viruses is vivid, but sometimes used without precision. For example, the term “virus” is sometimes used when the term “worm” would be more appropriate. If you would like to encourage your students to use these terms correctly you can initiate an in-class project to construct a glossary of related terms. Divide the class into small groups and give each group one or New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-15

more terms from the following list: virus, time bomb, logic bomb, worm, inoculate, virus host, virus cure, virus carrier, bug, anti-virus, trapdoor. The group should attempt to construct the best definition that explains how it differs from other types of malware. Stress that this is an important topic to understand, in order to avoid loss of data and destruction of the boot sector.  How can you detect Trojan horses on your computer and how do they differ from a virus? What measures should be taken to protect your computer from this type of threat?  How do worms spread via e-mail? Discuss the importance of keeping your computer current with the latest updates and antivirus tools. Also discuss the basic rules that should be adhered to when surfing the Web, downloading files, and opening attachments.  What is a bot? Any software that can automate a task or autonomously execute a task when commanded to do so is called an intelligent agent. Because an intelligent agent behaves somewhat like a robot, it is often called a bot.  Future trends. Looking toward the future, experts predict an increase of blended threats that combine worm-like distribution with virus and bot payloads. What steps should be taken by the software industry to protect consumers?  Virus hoaxes can be as destructive as an actual virus. Review virus hoaxes and the proper responses. Direct students to Web sites that debunk virus hoaxes, such as www.snopes.com. Remind them that antivirus software manufacturers’ home pages often contain articles about virus hoaxes, too.

Security Suites

This section introduces security suites, which integrate several security modules to protect against the most common types of malware, unauthorized access, and spam. Key terms include virus signature, virus definitions, and quarantined file. Discussion topics include:

 Reviewing security suites. Because so many different types of security suites exist, from so many different vendors, it is important evaluate the strengths and weaknesses of each product. If possible, visit a consumer Web site in class and discuss some of the reviews of both open source and commercial security software products.

Antivirus Modules

This section introduces antivirus software, and how it can help your computer stay infection- free. Key terms include virus signature, virus definitions, and quarantined file. Discussion topics include:

 The importance of updating. Antivirus software, while not foolproof, is a good way to protect your computer from damage by viruses. While many students may be familiar with the concept of antivirus software, many will not be aware of the recommendations for software updates. Emphasize that in order for virus software to remain current it must be updated every three months.

 Review current virus threats. Visit the Web site of an antivirus develop to learn about the latest viruses. A good site is www.symantec.com. Click the link for latest virus threats. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-16

Notice that new information is posted nearly every day. Peruse more of the Web site in class to see what kind of information it provides.  Examine an antivirus application on the demonstration computer. Open an antivirus application and review its settings and options. Many antivirus applications include tips for avoiding viruses in their online Help.

Quick Quiz 1. A(n)_____ is a type of malicious activity that floods a network with useless traffic in order to overwhelm the network’s processing capability. 2. True/False: Antivirus software is a set of utility programs that looks for and eradicates viruses. 3. A computer under the control of a bad bot is sometimes referred to as a ______. a. multi-partite virus b. zombie c. stealth virus d. Trojan horse

Quick Quiz Answers 1: Denial of Service attack 2: True 3: b

Classroom Activity Browse and search the internet for three viruses listed in this section. Create a table listing the virus type and how it can be repaired or removed.

ISSUE How Serious is Software Piracy? As a way of getting students to think more seriously about the issue of software piracy, divide the class into small groups. Give each group a different scenario involving software piracy: a student copying a friend’s game, a business in a poor country pirating word-processing software and selling it, a business woman using copies of her office software on her home computer, etc. Ask each group to identify the long-term economic impact each instance of piracy has on the larger computer market. For example, while copying a friend’s game may not seem problematic to students, realizing that game piracy slows down the flow of money for development of better games, may broaden their understanding of the impact piracy has on their lives. Encourage students to look for extended impacts. Even though some answers may seem far-fetched, this exercise will encourage students to think about the widespread problem of piracy, and how it affects them directly and indirectly. New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-17

COMPUTERS IN CONTEXT Journalism You may have journalism majors in your class. Ask them to comment on the Computers in Context section and discuss what they are learning about using computerized tools in their journalism classes. In class, on your demonstration computer, visit several Web sites of news organizations. Ask students whether the format of the news delivery affects their trust of the news. For example, does news delivered from a Web site carry more or less weight than that which appears in a printed newspaper? New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-18

CHAPTER DISCUSSION QUESTIONS 1 In 1998, Robert Morris, a Cornell graduate student, created the first Internet worm, the original intent of which, according to him, was to gauge the size of the Internet. The worm was programmed to check each computer it found to determine if the infection was already present, but the worm had a design flaw. The resulting level of replication proved excessive and the worm spread rapidly; estimated damage caused by the worm ranged from $200 to more than $53,000 per computer system. To what degree should the intentions behind Morris’s invention have mitigated against his conviction in 1989 under the Computer Fraud and Abuse Act? 2 You can obtain application software from many sources, including software retailers, mail- order catalogs, and Web sites. How can you be sure the software you buy will suit your needs? How you can you determine the quality of the software you use? 3 Do you think software licenses are fair? If you developed an application that proved popular with your friends, how would you distribute it to others? New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-19

Key Terms Absolute reference Never changes cell reference Automatic Feature to assure that the results in every cell are accurate with regard to the recalculation information currently entered Blended threat Malware that combines more than one type of malicious program Bot Any software that can automate a task or autonomously execute a task when commanded to do so; an intelligent agent Botnet A network of many bot-infested computers BSD license Originated as the Berkeley Software Distribution license for a UNIX-like operating system Cell Intersection of a row and column Cell references The combination of the column letter and row number Clip art Collection of drawings and photos designed to be inserted in documents Commercial software Typically sold in computer stores or at Web sites Computer virus A set of program instructions that attaches itself to a file, reproduces itself, and spreads to other files Computer worm A self-replicating program designed to carry out some unauthorized activity on a victim’s computer Concurrent-use A software license that lets more than one person use the software license Copyright Form of legal protection that grants the author of an original “work” an exclusive right to copy, distribute and, modify that work Copyright notice Displays copyright symbol, date, and copyright owner Database Software that stores records so that they can be retrieved easily Demoware Software that is distributed for free and often comes pre-installed on new computers, but which is limited in some way until you pay for it Desktop widget A specialized utility program that appears on a computer’s screen-based desktop Distribution media One or more CDs or series of floppy disks that are packaged in a box, along with an instruction manual EULA End-user license agreement; the terms of a software license Executable program One of the files in a software package designed to be started by users or automatically launched by the operating system Field One item of data relevant to a record Font Set of letters that share a unified design Footer Text that appears in the bottom margin of every page Format Refers to the way that all of the elements of a document are arranged on a page Formula Works behind the scenes to tell the computer how to use the contents of cells in calculations Frames Rectangular-shaped areas that can be filled with text or graphics Freeware Copyrighted software that is available for free Fully justified Aligned evenly on both the right and left margins Function Special formulas GPL The General Public License, developed for a free operating system called GNU; New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-20

more restrictive than BSD because it requires derivative works to be licensed under a GPL Grammar checker “reads” through your document and points out potential grammatical trouble spots Graphics Refers to any picture, drawing, sketch, photograph, image, or icon that appears on a computer screen Groupware Designed to help several people collaborate on a single project using network or internet connections Hash value A unique number derived from encoding one or more data sets, such as names, serial numbers, and validation codes Header Text that appears in the top margin of every page Keylogger A type of program that records keystrokes Label Any text used to describe data Leading Line spacing Line spacing Vertical spacing between lines Local application Software that is designed to reside on a computer’s hard disk Mail merge A feature to automatically creates personalized letters by combining information in a mailing list with a form letter Malicious software Any computer program designed to surreptitiously enter a computer, gain unauthorized access to data, or disrupt normal processing operations Malware Any computer program designed to surreptitiously enter a computer, gain unauthorized access to data, or disrupt normal processing operations Mass-mailing worm Spreads by sending itself to every address in the address book of an infected computer Mathematical Addition, subtraction, multiplication and division operators Multiple user license A software license that lets more than one person use the software Natural language Enter selection criteria as natural questions query Non-executing zip file A type of zip file that you must unzip yourself in order to extract the compressed files Open source software Makes the uncompiled program instructions available to programmers who want to modify and improve the software Page layout Refers to the physical position of each element on a page Paragraph alignment Refers the horizontal position of text Paragraph style Includes the alignment of text within the margins, and the space between each line of text Point size Size of the font Portable software Designed to run from removable storage, such as a CD or USB flash drive Product activation A means of protecting software from illegal copying by requiring users to enter a product key or activation code before the software can be used Productivity software Any type of application software that has the potential to help people do their work more efficiently Proprietary software Has restrictions on its use that are delineated by copyright, patents, or license agreements New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-21

Public domain Not protected by copyright because the copyright has expired, or the author has software placed the program in the public domain Quarantined file Contains suspicious code, such as a virus signature Query by example Simply filling out a form representing the type of data requested Query language Provides a set of commands for locating and manipulating data Readability formula Analyzes the reading level of the document Record Hold data for a single entity Relative reference Cell reference that can change Remote Access Trojan A type of Trojan horse that has backdoor capabilities that allow remote hackers to transmit files to victims’ computers, search for data, run programs, and use a victim’s computer as a relay station for breaking into other computers Rootkit Software tools used to conceal malware and backdoors that have been installed on a victim’s computer Search and Replace Find occurrences of string of characters and replace them with another string Security suite Integrates several security modules to protect against the most common types of malware, unauthorized access, and spam Self-executing zip files Automatically unzips the software files, but does not automatically start the setup program Self-installing Automatically unzips itself and starts the setup program executable file Service pack A set of patches that correct problems and provide updates to operating system software Setup program Guides you through the installation process Shareware Copyrighted software marketed under “try before you buy” policy Shrink-wrap license Goes into effect as soon as the package is opened Single-user license A software license that limits the use of the software to only one person at a time Site license A software license that lets more than one person use the software Software installation A process that places a program into a computer so that it can be run or executed Software license Legal contract that defines the ways in which you may use a computer program Software patch A small section of program code that replaces part of the software you currently have installed Software suite A collection of application software sold as a single package Spelling checker Marks misspelled words in a document Spelling dictionary List of correctly spelled words stored in a data module Spreadsheet Uses rows and columns of number to create a model or representation of a real situation Spyware A type of program that secretly gathers personal information without the victim’s knowledge Style Lets you apply several font and paragraph elements with a single click System requirements Specify the operating system and minimum hardware capacities Table Grid-like structure that can hold text or pictures Thesaurus Helps to find a synonym for a word Trojan horse A computer program that seems to perform one function while actually doing New Perspectives on Computer Concepts, Comprehensive, Tenth Edition Chapter 3-22

something else Uninstall routine Routine that deletes the software’s files from various directories on your computer’s hard disk Unzipped Downloaded files reconstituted Utility software Designed to help monitor and configure settings for computer system equipment, the operating system, or application software Value Number that you want to use in a calculation Virus definitions Virus signatures and other information that antivirus software uses to identify and eradicate malware Virus hoax An e-mail message containing dire warnings about a supposedly new virus, but which does not really exist Virus signature A section of program code that can be used to identify a known malicious program Web applications Software that is accessed with a Web browser What-if analysis Conditional testing Worksheet Based on a grid of columns and rows Zipped Consolidated files into one large file Zombie A computer under the control of a bad bot